3. Must first become a little child. 17.

4. The song of our country heard in a strange land. 23.

5. Deity embodied in a human. form. 38.

6. A land of darkness where the light was darkness. 44. 7. It is the nature of the Devil of tyranny to tear and rend etc. 66.

8. Neither blindness, nor gout, nor age, nor penury etc. 45.

9. Loosed the knees of the oppressors etc. 49.

IO. The final fruits of liberty are etc. 68.

II. Sect raved against sect. Party plotted against party. 76.

12. Driven out to wander on the face of the earth. 77.

13. He that runs may read— Tender Mercies. 79.

14. The Book of Life-Ministering angels-houses not made with hands--crowns of glory--heaven and earth should have passed the sun had been darkened etc. 81. 15. Neither part nor lot. 82. 16. Doubting Thomases etc. 84. 17. He cried in the bitterness of his soul that God had hid his face. 82.

18. Hating tyrranny with a perfect hatred. 86.

19. Weighed in the balance etc. -Image and superscription-The faith which he so sternly kept. 93.

LESSON STORY.

By Ruric N. Roark.

I have said all I can say about the Lesson, in the two chapters on that theme in "Method in Education," so what I shall say in this article will be mercly a variation or amplification of what I have already written. Since "intensity is inversely as extensity" I shall use my space this month to re-emphasize just two rules of the lesson, (pp. 67, 69).

The teacher should, as far as possible, dispense with both textbook and notes while conducting a recitation.

I call especial attention first to the distinction that exists between "hearing a lesson," and "conducting a recitation." Any parrot can hear a lesson. A well loaded phonograph could do nearly as well as some ill-prepared youths and maidens who draw the salary and sit through the day with a book in hand, asking questions off its pages, and looking thereon to see whether a correct answer has been given. "To hear a lesson," the use of the open book in hand is necessary; to conduct a recitation the book must be laid aside. Anyone who can read with a tolerable degree of understanding can hear lessons; only those who have some permanent and fairly well ordered

knowledge can conduct a recitation. And the ability to dispense with the open text-book is the best test of the minimum amount of knowledge requisite to the proper handling of the recitation. Anyone who assumes to teach should have a "liberal" education, in the true sense of the often misused word "liberal." The education should be sufficient to give freedom, to make the teacher free-free from the tyranny of the text-book, free to ask his own questions, fice to judge of the correctness of the answers thereto, free to crack a joke once in a while, free to laugh with his pupils occasionally. Thesc things the teacher whose energies are "cabined, cribbed, confined" within the stingy limits of the textbook can never do. If you go into a dark room with only a wax match for light, you must walk carefully, groping a way about among the obstacles to progress. If there is a blazing arc light in the room, you find your course easily and without hesitation. The teacher who goes into the recitation with so little knowledge that he must constantly supplement it by reference to the open book in the presence of the class has literally to grope his way about in the subject—he has 10 freedom of movement. The one who knows enough about the subject to dispense with the text in the presence of his pupils has the arc light, or something approximating it, and

can move with ease and comfort in and out among the difficulties of the lesson.

The teacher who screws up his courage to lay aside his book while facing a class will feel at first as the poor swimmer does when he suddenly finds himself out of his depth, or when he has to let go his supporting board. The poor teacher flounders, and gasps, and splutters about hopelessly, but he soon gains confidence and then most thoroughly and for the first time really enjoys his class exercises. There can be no enjoyment of one's work where the knowledge is so scant that the book must be referred to after each answer. One of the first things a young teacher finds out for himself is that a reciting knowledge of a subject is far short of a teaching knowledge of it. He may have made a "grade," when he himself was a student in school, of 100 per cent in a subject, but when he comes before his class for the first time to handle a recitation in that subject he will clutch at his text-book as a drowning man at a rail, and is desperate if he has to let it go. The first good result, then, of dispensing with the textbook during recitation is that the teacher is thus forced to master his subject, to get a real working, teaching knowledge of it.

A second result is a great increase of confidence in the teacher and his power, on the part of the pupils. The teacher has no right

to ask the pupils to do what he himself cannot do-recite without looking on the book. If the teach

er shows easy familiarity with the subject it not only inspires the pupils with respect for him, but also quickens in them an ambition to be able to know as much. Pupils who are accustomed to the "textbook teacher" may not stop to formulate the feeling, but they have it nevertheless, that the teacher does not know any more about the lesson than they do themselves. Dr. White, in his admirable "School Management," makes a strong statement of the fact that scholarship on the part of the teacher is one great

great aid to good discipline in the school.

Another result of laying aside the book in recitation is that free way is given for the inter-flow of the currents of personality-personal magnetism, "psychic influence," call it what you choose-between the pupils and the teacher. I fancy I hear someone say at this point, "rot." And I admit that what I have just said does sound a little. like an extract from the dissertation of a faith-healer, christian scientist, or somebody of that ilk. But at the same time the truth of it can easily be tested by every one who has sat under the text-book teacher and then under the no-text-book teacher. The same thing is apparent when a minister reads a manuscript instead of delivering his message hot from the heart, [or

uncorked from the memory. B.] Who ever saw an evangelist deliver a written sermon? How many conversions would he get? Now, the teacher is an evangelist in the truest sense and he must convert all his pupils every day-from ignorance to knowledge and the love of it.

The other rule to be emphasized is, "The whole recitation should be conducted for the benefit of every member of the class."

This rule is almost as frequently violated as is the other, and although the consequences are not so bad, yet they are bad enough. Too frequently the recitation is carried on as if what any given pupil is saying about the matter in hand is merely a little private affair between that pupil and the teacher, an affair in which the other members of the class are not supposed to have any interest or concern. On the contrary, each pupil in the class should be trained to hold himself responsible for every answer made by any other pupil. It is well, freqently, for the teacher to interrupt the recitation of a pupil and call upon some one else to complete the statement or tʊ amplify the answer.

This rule is especially applicable in all black-board work. Each pupil should be required to explain fully whatever exercise he has placed on the board, and no pupil-as a rule-should be permitted to enter upon an explanation until

the whole class, except himself, are seated and ready to give close attention. A crying evil under the sun is to require a pupil who does work on the board to stand up by that work until he has explained it. It is a pedagogical, often a physiological, and therefore a moral, crime to require a pupil who has finished his own particular exercise to stand up a half hour or more, longer, until his turn comes to explain. The teacher should make it a rule to require a pupil to take his seat as soon as he has finished his exercise, and not to permit anyone to explain his exercise until the whole class are seated and at attention.

I sincerely believe a careful observance of these two rules of the recitation will increase its efficiency twenty to seventy-five per cent.

SUGGESTIVE QUESTIONS ON OMAN'S ENGLAND IN THE NINETEENTH CENTURY.

CHAPTER IV. FROM THE FALL OF NAPOLEON TO THE GREAT RE

FORM BILL. 1815-1832. I. Contrast England before and after the war with Bonaparte in politics, morals, religion, literature, population and commerce.

2. Account for the period of distress which followed the war in both country and city.

3. What was the policy of the government during this period? 4. What was the Cato Street Conspiracy?

5. What important reforms were brought about in this period?

6. What was the "Holy Alliance ?"

7. What was England's attitude toward this "Alliance ?" 8. What can be said of Wellington as a politician?

9. Give the history of Catholic Emancipation in this period.

10. Why was Parliamentary Reform so much needed at this time? Describe the agitation which led up to it.

II. Give the history of the passage of the Reform Bill. What were its main provisions?

CHAPTER V. FROM THE GREAT REFORM BILL TO THE CRIMEAN WAR. 1832-1854,

I. What were the results of the passage of the Reform Bill?

2. Give an outline of the "Poor Laws" of England from 1601 to 1834.

3. Give date and history of the abolition of slavery in England's colonies.

4. What was the "Tithe War?"

5. Give the date of Queen Victoria's accession to the throne, and her chief characteristics.

6. Describe the "Chartist" Agitation.

7. What change in the name of the Tory party in 1841? Who was the leader?

8. What important laws were passed in 1842 and 1844?

9.

land.

Describe the Famine in Ire

IO. What caused the defeat of the Conservative Party in 1846?

II. What brought so many Irishmen to the United States in

1846 and 47?

12. Describe Smith O'Brien's Insurrection.

13. What was England's attitude toward Europe in the troubles of 1848-9?

14. What interpretation was given by some to the success of the International Exhibition of 1851?

15. What changes took place in France in 1851-2? In England?

SUGGESTIVE QUESTIONS ON JUDSON'S EUROPE IN THE NINETEENTH CENTURY.

PART II. THE REACTION AND THE SECOND REVOLUTION.

1. Compare the first and second revolution.

2.

Name and give dates of the three great congresses in European diplomacy.

3. Give a general summary of the work of the Congress of Vienna?

4. Who was Count Metternich, and what was his predominant idea?

5. Describe his educational policy and its effect on the people.

6. What caused the Spanish Revolution of 1820?

7. What effect did the announcement of the Monroe Doctrine have upon Europe?

8. What were the main provisions of the French Charter of 1814?

9. What caused the Revolution of 1830 in France?

13. What was the cause of the Revolution of 1848? Results? What is this Revolution sometimes called?

14. Describe the "National Workshops" established under the new government.

15. What were the provisions of the Constitution of 1848?

16. Who was chosen President of the new Republic? Why?

17. What effect did the Revolution of 1848 have upon Europe?

18. Describe the attempts of Germany to secure National Unity in 1848 to '50. What influence prevented it?

19. What was the "SchleswigHolstein Question?"

20. What races and religions existed in Austria in 1848?

21. Who was Louis Kossuth? Describe the Revolution he led? 22. Describe the Revolution of 1848 in Central Europe.

is.

23. Describe Italy as it really

24. Name some of the great men of Italy.

25. Locate and describe the Republic of San Marino.

26. What was the condition of Italy before the French Revolution? Under Napoleon?